Background: The contribution of diversity in student teams provides a broad perspective, beneficial for successful student change projects. Even though the student role provides commonality; the potential for varied ethnicity, rural vs. urban backgrounds, religious heritage, and socio-economic status provides diversity in the classroom setting. Incorporating the principles of continuous quality improvement (CQI) facilitates development of effective student teams from diverse backgrounds. This strategy enables students to contribute their unique perspective to the team resulting in a wide variety of change projects. Examples of recent CQI projects include: promoting a nursing career with elementary students; addressing victimization in a correctional facility; increasing breast cancer awareness in a rural community; and developing Spanish language menus in an urban hospital. Method: For the change project, students select representatives to contact key people that will be involved in the change process. They gather data to support the need for the change. The team selects a logo, develops a mission statement, timeline, team rules, strategies for stress relief, and tracks progress by keeping minutes of team meetings in team notebooks. An underlying principle of CQI, to find long-term solutions for verified problems, requires a review of nursing literature before initiating the change. Data analysis facilitates evaluation of the outcome. A final poster presentation allows the CQI teams to share their projects with classmates and invited guests. Classroom strategies employed to build effective teams include participation in team activities to evaluate communication, negotiation techniques, and using short scenarios to display positive and negative team actions. Evaluation: Self-evaluation is obtained by requiring a short paper describing individual learning related to teamwork and the expected application to their nursing career. Anecdotal comments from these papers provide support for the value of using CQI principles in building effective teams from diverse backgrounds.

Full metadata record

DC Field

Value

Language

dc.type

Presentation

en_GB

dc.title

Building Effective Teams from Diverse Backgrounds

en_GB

dc.identifier.uri

http://hdl.handle.net/10755/149075

-

dc.description.abstract

<table><tr><td colspan="2" class="item-title">Building Effective Teams from Diverse Backgrounds</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Meyer, Cleda L., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Baker University School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cleda.meyer@bakeru.edu</td></tr><tr><td colspan="2" class="item-abstract">Background: The contribution of diversity in student teams provides a broad perspective, beneficial for successful student change projects. Even though the student role provides commonality; the potential for varied ethnicity, rural vs. urban backgrounds, religious heritage, and socio-economic status provides diversity in the classroom setting. Incorporating the principles of continuous quality improvement (CQI) facilitates development of effective student teams from diverse backgrounds. This strategy enables students to contribute their unique perspective to the team resulting in a wide variety of change projects. Examples of recent CQI projects include: promoting a nursing career with elementary students; addressing victimization in a correctional facility; increasing breast cancer awareness in a rural community; and developing Spanish language menus in an urban hospital. Method: For the change project, students select representatives to contact key people that will be involved in the change process. They gather data to support the need for the change. The team selects a logo, develops a mission statement, timeline, team rules, strategies for stress relief, and tracks progress by keeping minutes of team meetings in team notebooks. An underlying principle of CQI, to find long-term solutions for verified problems, requires a review of nursing literature before initiating the change. Data analysis facilitates evaluation of the outcome. A final poster presentation allows the CQI teams to share their projects with classmates and invited guests. Classroom strategies employed to build effective teams include participation in team activities to evaluate communication, negotiation techniques, and using short scenarios to display positive and negative team actions. Evaluation: Self-evaluation is obtained by requiring a short paper describing individual learning related to teamwork and the expected application to their nursing career. Anecdotal comments from these papers provide support for the value of using CQI principles in building effective teams from diverse backgrounds.</td></tr></table>

en_GB

dc.date.available

2011-10-26T09:55:41Z

-

dc.date.issued

2011-10-17

en_GB

dc.date.accessioned

2011-10-26T09:55:41Z

-

dc.description.sponsorship

Sigma Theta Tau International

en_GB

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